Teaching Lab All Partners Report: Matched
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 28 educators who completed the diagnostic survey, 28 educators who completed the follow-up survey, and 28 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
1
| Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Equitable Mindsets & Beliefs | ||||
| Overall score | 70% | 69% | −2% | 73% |
| Recognition of race & culture | 43% | 37% | −7% | 38% |
| Holding growth mindsets | 51% | 59% | +8% | 71% |
| Having high expectations and beliefs | 100% | 87% | −14% | 87% |
| Taking accountability for equitable instruction | 94% | 91% | −3% | 91% |
|
1
Note: The number of observations varies between items from 26 to 28
2
n = 26
|
||||
The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
2
| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 67% | 68% | +1% | 76% |
| Trust in fellow teachers | 92% | 76% | −16% | 79% |
| Connectedness to fellow teachers | 71% | 92% | +21% | 96% |
| Have influence over professional learning | 33% | 32% | −1% | 54% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 71% | 72% | +1% | 75% |
|
1
Note: The number of observations varies between items from 25 to 24
2
n = 25
|
||||
The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 75% | 78% | +3% | 79% |
| ELA instructional shifts | 74% | 74% | +0% | 77% |
| Fluency | 66% | 60% | −6% | 60% |
| Text complexity | 86% | 89% | +3% | 89% |
| Close reading | 74% | 80% | +6% | 83% |
| Building knowledge | 58% | 86% | +28% | 86% |
| Supporting students with unfinished learning | 83% | 86% | +3% | 86% |
|
1
Note: The number of observations varies between items from 7 to 7
2
n = 7
|
||||
The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 60% | 62% | +2% | 65% |
| Math instructional shifts | 52% | 50% | −2% | 52% |
| Equitable Math Instruction | 57% | 54% | −3% | 55% |
| Supporting students with unfinished learning | 56% | 69% | +13% | 72% |
| Effective Teaching Practices | 73% | 87% | +14% | 87% |
|
1
Note: The number of observations varies between items from 21 to 21
2
n = 21
|
||||
The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Practices
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… Overall score | 100% | 67% | −33% | 67% |
| Whether the lesson is focused on a high-quality text or task | 100% | 67% | −33% | 67% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 100% | 67% | −33% | 67% |
| Whether all students have opportunities to engage in the work of the lesson | 100% | 67% | −33% | 67% |
|
1
Note: The number of observations varies between items from 3 to 4
2
n = 3
|
||||
The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers | Non-TL Teachers | |
| The lesson is focused on a high-quality text or task | 100% | 0% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 67% | 0% |
| All students have opportunities to engage in the work of the lesson | 67% | 0% |
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity | |
|---|---|
| Improve my own instructional practice | 17% |
| Lead PLC meetings for teachers, Share information or resources with teachers, Improve my own instructional practice | 17% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers | 17% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice | 50% |
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
No student work was analyzed at this location.
Section 7: Classroom observations
TBD
Section 8: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
[[1]]
[1] "<footer>More time in the breakout rooms. Also perhaps providing a document to do while in the breakout rooms to refer to because we sometimes forgot the questions</footer>"
[[2]]
[1] "<footer>At times - I wasn't sure which doc to be in or that I needed to have the Nearpod back up. Maybe just Dr Walls saying to come back to the slides in Nearpod would be helpful.</footer>"
[[3]]
[1] "<footer>knowing where exactly to find the lessons and units and exactly what we are supposed to follow prior to the class....it just wasnt clear...to many links</footer>"
[[4]]
[1] "<footer>If as a group to discuss in detail how to effectively implement this program fully remote and how to incorporate it if/when we go hybrid.</footer>"
[[5]]
[1] "<footer>Partnerships with a grade band person or team to delve into a grade specific unit</footer>"
[[6]]
[1] "<footer>I wish that we could have talked a bit more about how this would look in an online classroom.</footer>"
[[7]]
[1] "<footer>I think this course should be offered as a training to learn how to implement EL at the beginning of the school year.</footer>"
[[8]]
[1] "<footer>So many links and links within links, it is a lot to keep track of and navigate between. Especially because when you make a copy of one and then to write on something you might need to make a copy of links within a document.</footer>"
[[9]]
[1] "<footer>BO rooms seem to consistently have the same people in them across MCL sessions. I wonder if Zoom has an algorithm for randomness based on people's names? I'd like to get to talk with some different coaching colleagues.</footer>"
[[10]]
[1] "<footer>Quicker pace and the timing of the course... wish it was sooner in the summer...too stressful right now.</footer>"Additional Comments
[[1]]
[1] "<footer>I had to switch to cohort 2 with Christi Denning. I strongly agree that you facilitated the content clearly and she built a community of learners.</footer>"
[[2]]
[1] "<footer>Thank you for being so well planned and for considering our feedback when developing the structure of the day. It's hard to keep people motivated for an entire day of PL, but you do a nice job of balancing everything to keep us engaged.</footer>"
[[3]]
[1] "<footer>I appreciate this time, as it loads my coaching tool box. At this time it's just really hard to engage teachers, but what Nicole, Renee, and Lindsey said; something like, what's the small thing we can do to relieve the stress steered also towards pushing teachers to best practice? This is a good mindset and I thank you for your support!</footer>"
[[4]]
[1] "<footer>I hope to participate in this type of course again because it was well -structured and engaging. We need more equity in teaching and the world really.</footer>"
[[5]]
[1] "<footer>I wish the District could also offer us an advance training to learn more about this curriculum and required all teachers who are using the curriculum to attend.</footer>"
[[6]]
[1] "<footer>I just want to give a shout out to Adrienne and Justin for doing a fantastic job.</footer>"
[[7]]
[1] "<footer>As an admin, I find that the requirements were overwhelming but extremely useful. Because of the climate, it was a bit challenging as I'm also supporting my principal with the re-opening process. All in all, assignments scheduled were quite appropriate to fully understand the curriculum.</footer>"
[[8]]
[1] "<footer>The skills block went much better than the Module bootcamp. It was much more organized and I feel like I actually learned how to TEACH this in my classroom.</footer>"
[[9]]
[1] "<footer>You did a great job with this course! Thank you for providing this opportunity as it certainly will help me in my teaching and coaching roles.</footer>"info@teachinglab.org
Comments on what Went Well